ERIC ED380965: Uses of Integrated Media Instruction in a Self-Contained Class for Children with Mild Disabilities.

DOCUMENT RESUME

ED 380 965 EC 303 839

AUTHOR Narita, Shigeru

TITLE Uses of Integrated Media Instruction in a

Self-Contained Class for Children with Mild
Disabilities .

SPONS AGENCY Ministry of Education, Science, and Culture, Tokyo
(Japan) .
Mar 95
05451148

12p.; Paper presented at the Florida Assistive
Technology Impact and the Technology and Media
Division of the Council for Exceptional Children
Annual Conference (4th, Orlando, FL, March 2-4,
1995) .

Speeches/Conference Papers (150) — Reports -
Descriptive (141)

MF01/PCC1 Plus Postage.

Classroom Techniques; '''Computer Assisted Instruction;
Elementary School Students; Foreign Countries;
^Hypermedia; Information Systems; Integrated
Activities; Interactive Video; Intermediate Grades;
*Mild Disabilities; '''Multimedia Inrt ruction; Special
Classes

Japan (Yokohama)

This conference paper describes the use of integrated
media-oriented instruction in a self-contained class at Yokohama
Municipal Elementary School in Japan. Three students with mild
disabilities, in grades 5 and 6, participated in the project.
Integrated media (IM) is defined as the linkage of text, sound,
video, graphics, and the computer in such a way that the user's
access is nonlinear and virtually instantaneous. The hardware
(including two Macintosh computers, a CD-ROM, a digital camera, a
videorecorder , and a scanner) and the software (including HyperCard,
assorted HyperCard stacks, and several software programs) were placed
throughout the room to provide easy access. Students became
comfortable i-sing these tools at any time they felt it would enhance
their learning. Using the IM resources, students constructed puzzles,
made movies, constructed toys and machines, made a map of Japan, and
completed other activities. The paper concludes that the teacher's
approach to incorporating IM into the curriculum dictates its
effectiveness. Teacher training needs to focus on programming,
knowledge of equipment, learning theory that supports use of IM, and
instructional design techniques that enhance IM. The need for
parental involvement in the project is also emphasized. (Contains 20
references.) (JDD)

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Uses of Integrated Media Instruction in a Self -Contained Class
for Children with Mild Disabilities

Shigeru Narita
Hyogo University of Teacher Education, JAPAN

U.S. DEPARTMENT OF EDUCATION
Otfce of Educational Research end Improvement

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2

1995 Honda Assistive Technology Impact Conference Orland, Florida March 2-4, 1995

Uses of Integrated Media Instruction in a Self-Contained Class
for Children with Mild Disabilities

Shigeru Narita

Hyogo University of Teacher Education, JAPAN

This study examines the effects of Integrated Media(IM) instmction for children with mild
disab.hues and their teachers and discusses approaches to design and study of IM applications
The pamcipants in the study were three children attending a self-contained class in the Yokohama
Municipal Elementary School, Japan. It was found that IM instruction provided multi-dimensional
learmng experiences to help children with cognitive problems go beyond the traditional instruction
taking their learning in multiple dictions rather than following a linear instructional path. Teachers'
reported that the data show on the monitor screen enabled them to more precisely determine
whether children understood skills presented during the instruction. They also reported positive
responses from parents who were impressed with what their children had accomplished

1. Introduction

The nation's public school system faces the challenge to
increase educational service options for students who have
problems in learning that are not being met and to enhance
the quality of ongoing educational service provision to
students in regular schools. The number of at-risk children
with reading and writing difficulties has been estimated
at 5-6% of the total school population in a preliminary
study of elementary schools (Yamada & Banks, in press).
This study shows that approximately 6% of a sample
population in elementary schools have difficulty in reading
units of Chinese characters, in two phonetic systems, and
in simple, logical calculation.

To enhance the outcomes of Japanese public education,
the creation of more goals for students, the provision of
curricula and instruction that stimulate students' learning,
and the organization of schools to prepare students to
functior, productively in contemporary society is vital.
However, thf -e changes require restructuring of the
current goals, scope, and outcomes of education.

1.1 Computer Technology in Schools
Technology has the potential to transform the relationship
between teachers and students and even to change the
relationship between teachers and parents, but there are
reasons to expect that this "/ill not be the case with current

and future technologies. This is because the power,
versatility, portability, and utilization of today's
technologies are altogether different from those of the past.
An example of this change can be seen in comparing
current video technology with the instructional television
of the past. A large screen monitor in the classroom,
connected directly to a multichannel cable system with ?
VCR and videodisc player, provides immediate access to
a wealth of visual material and offers easy control over
scheduling and sequencing. Using a digital camera and
camcorder, low cost video production has become
possible. These technologies bear little resemblance to
instructional television of the past, with its narrow range
of instructional software and limited versatility. However,
integration of media and technology represents a potential
transformation of the relationship between the teacher and
the student, and even the physical appearance of the school.
Interactive computer function has been added to existing
media for a variety of student usage.

1.2 Integrated Media-Oriented Instruction

"Integrated media oriented instruction (IMOI)," allows
students to manipulate and interact with information in
ways that traditional tools do not allow. They learn to
analyze, synthesize, and solve problems with information
that they have taken control of as active learners. IMOI
helps those students who have difficulty learning in
traditional ways to tap their strengths so they can find ways

to communicate and represent the knowledge and
understanding they have 'of their world. IMOI also helps
students to find new ways of applying knowledge to
develop basic skills. Teachers need to be prepared for
students to become problem solvers in an educational
environment of integrateji media-oriented instruction. In
this paper, the phrase "integrated media (IM)" is defined
as a combination of multisensory and multiple media. It
is, " the linkage of text, sound, video, graphics, and the
computer in such a way, that the user's access to these
various media is non-linear and virtually instantaneous
(Hasse.;bring, Goin & Bransford, 1991).

This article describes the use of technology in integrated
media-oriented instruction in a self-contained class of a
primary school in which four students receive special
educational services. The rationale for providing media-
and problem-rich environments that can be explored and
discussed by students is given, and the implications of IM
relating to current theories of learning ind cognition in
education for the handicapped are explored.

2. Integrated Media

Multimedia and integrated media are terms used
interchangeably. Multimedia is said to be a term inherited
frcm events of the early 1960s; a kaleidoscope of music,
performance, slide show, mirrored balls, coloured oils
projected on an overheau projector. Computers were first
referred to as multimedia devices in 1984, at the
Massachusetts Institute of Technology (MIT) Multimedia
Laboratory. Originally used to designate important
advances made possible by HyperCard, it appealed to those
who were familiar with the word's original usage, and was
at least partially reinvested with this meaning. In Japan,
awareness of multimedia occurred firing the late 1980s
through computer marketing, with no such cultural
referents. The tenn "interactive media" found common
usage through its adoption as a byword for new
telecommunications technologies such as ISDN. However,
a lack of consumer interest has meant that for the time
being, at least, most ISDN installations are in the provinces,
a governmentally driven market, funded by regional
development moneys.

Recent developments in information technologies enable
us to use interactive video as well as text, sound, and

graphics within a computer. A mode combining these types
of media and interactive computer programmes can be
referred to as "multimedia," "hypermedia," or "integrated
media." Even before this, many researchers expected and
stressed the many advantages of computerized instruction
for children with learning difficulties (Cogen, 1969;
Conners, Caruso, & Detterman, 1986; Bull, Cochan, &
Snell, 1988).

The Cognition and Technology Group at Vanderbilt
(CTGV) has been using the term "integrated media' rather
than "multimedia" since 1991 because, as they suggest,
"... it reminds us (that) our goal is to integrate media in
ways that facilita'* Naming, which is different from the
goal of simply multiplying the number of media available
to learners (CTGV, 1991)"; and "... as we believe mat it is
less ambiguous and that it more adequately describes the
process of using diverse media (Hasselbring, Goin, &
Bransford, 1991)."

Researchers have reported the effectiveness of using
computer controlled laser disc players (Sugai, Baba,
Niizuma, Matsumura, Honda, Katou, & Sumida, 1984;
Osksa, 1987; Hasselbring, Goin, Wissick, 1989;
Hasselbring, Goin, Bransford, 1991; Munekata, 1992a),
video tape recorders (Kuroki, Kabumoto, Hukano, Shigeto,
& Munekata, 1990), small size robots (Munekata, 1992b),
and digital video such as QuickTime (e.g.., Narita, 1993),
video for Windows, and live movies. Higgins and Boone
(1991) report positive results in using hypermedia CAI.
Their CAI was focused on linkage of text, voice, and
graphics. School teachers and companies have also
published practical software such as discrimination
learning software (Saito, 1993), and talking books (e.g.,
Living Books and William Morrow, Inc. 1993), which are
currently in use.

The pedagogical opportunities provided by IM can be
summarized as (1) developing vocabulary and reading
vocabulary, (2) anchored instruction in meaningful
contexts, and (3) fostering generation of knowledge
(Hasselbring, et al., 1991). In addition, other research has
shown that three major advantages in using the IM
approach for students with learning difficulties. The first
is visual support for comprehension (CTGV, 1991). The
second is the promotion and facilitation of communication
between teachers and students (Kikuchi, Matsumoto, &
Takuma, 1991). The third is use of the IM approach so

4

that the teacher can use meaningful contexts to teach
specific topics (Hasselbring, et al., 1989; Kuroki, et al.,
1990). It is clear that these results strongly encourage the
u;-e of IM technology in research and practice in special
educauc:\

Hasselbring, et al., (1991) have proposed two major
problems in the application of IM technology to the
teaching of children with learning difficulties - Navigation
and Focused Attention. The first, to be solved immediately,
is that a non-linear learning environment presents such a
serious challenge to learners, especially the learning
handicapped, that the child may be in danger of getting
lost in a large "information space." The second problem
to be overcome occurs when the child uses a two-screen
rather than a one-screen IM system, because the use of
the two-screen system involves switching attention.

As mentioned above, there are few researchers in this field;
few teachers and other staff with adequate knowledge of
IM, and limited quantities of software products and
equipment for IM use in the classroom. It is obvious that
a greater research effort focused on using IM for children
with learning difficulties is required.

3. Method

3.1 Subjects

The participants in the study were three students (A, B
and C) attending a self-contained class for students with
mild disabilities in the Yokohama Municipal School, a
school with an enrolment of 500 pupils from first to sixth
grade. The children were in egrated with their age peers
for extra curricular activities after school hours.

Student A (6th grade) was highly motivated to attend the
self-contained class and participate in classroom activities.
His articulation was good, he was friendly and cooperative
with his classmates and teachers, has a good vocabulary,
and spoke with adults using age-appropriate manners.
However, student A had learning difficulties with math,
reading, and language. At present, remedial focus is on
practicing addition, subtraction, counting, sorting, and
constructing. He has an alternative keyboard with a
hiragana layout, and his father reports that the keyboard
meets his son's need for writing letters and sentences on
the monitor screen.

Student B (5th grade) was able to read, write and calcu'. ite
very well, but had a verbal communication disorder and
was emotionally unstable. He was verbal, but was usually
reticent during group instruction sessions; he rarely
initiated a conversational turn and, therefore, much of the
detail of his spontaneous language abilities was unknown.
He was able to play the xylophone superbly, and
occasionally demonstrated his skills in concerts with his
younger sister. At present his is provided with additional
remedial language learning at a private Juku. He has no
problems with math drill and practice, and demonstrates
an interest in problem solving features of computer
software such as 'Edmark's' products.

Student C (5th grade) had low self-esteem, and various
other learning difficulties, although the specific nature of
her learning difficulties was unknown. She was motivated
towards school, and demonstrated an intense interest in
working with software on the Macintosh; she had a
tendency to work independently while her peers worked
on certain software products. Her verbal communication
skills were age-appropriate.

Figure 1 A small class

In addition to teacher assessment of performance, subjects
A, B, and C were evaluated on the following prerequisite
computer skills: (a) on a verbal command to look at the
screen, the student was required to manipulate a mouse
and browse the screen, (b) on being shown a mouse button,
the requirement was to manipulate it 'o drag down the
'pull-down' menu, and (c) on a verjal command, the
student was required to perform various tasks on a screen.

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3.2. School

The subjects' school is located in an economically affluent,
culturally homogenous section of Yokohama, the fourth
largest city in Japan. The! community is said to be one of
the most prestigious residential areas in the city. The school
enrollment is relatively small (500 approx.), and most
classes have a teacher-student ratio of 1:35. Only four
students have been identified in this school as handicapped,
and are placed in the self-contained class with a teacher-
student ratio of 2:4.

33. Teachers

Two teachers (A and B) volunteered to participate in the
study. Teacher A has lO^ears teaching experience with
mildly handicapped children, and had been at the school
since 1991. Teacher B has 15 years experience, but no
special training or certification in special education. She
has been at the school since the spring of 1994. In terms
of computer experience, Treacher A was familiar with word
processing, but not with instruction in word processing.
Teacher B had neither experience in computer use for
management, nor in instruction.

Figure 2 Teacher/student rario is 1:1

Preparation of the teachers was undertaken by one of the
researchers. First, a variety of instructional software was
demonstrated to familiarize them with aspects such as
mouse manipulation, icon-driven desktops, file
management, and hardware components, etc. In contrast
to the teachers, the three children had no difficulty in the
use of the mouse and desktop management. In fact, the
reverse occurred - the teachers learned from the students.

3.4. Hardware and Software

The hardware was part of the Yokohama City Public

School's computer resources. They included a Macintosh
LC with internal and external hard disc drive, a Macintosh
Classic with internal hard disc drive, a CD-ROM, a digital
camera, a VHS recorder, and a scanner.

The software used in the class included HyperCard
(ClarisWorks, 1987), assorted HyperCard stacks, Kid
Puzzle II (Musical Plan, 1993). Kids Studio (Cyber Puppy
Software, 1994), Kids Works II (Edmark, 1993), Science
House (Edmark, 1994), Thinking Things (Edmark, 1994),
Maze Mania (Blue Sky, 1 994), and Yearn 2 Leam Snoopy
(Image Smith).

3.5. Parental Cooperation

Parental participation and cooperation was one of the
features of the study. Two parents of the subjects owned
personal computers and used them with their children at
home. They also were actively involved in a monthly
meeting sponsored by a local Macintosh user's group for
the handicapped. This exposure to hardware and software
for the handicapped and the sharing of information with
other members of the group seemingly empowered them.
The enthusiasm shown by the children in the use of
computers has convinced school administrators and
classroom teachers that the computer in the classroom is
an effective tool for students with communication
problems and cognitive malfunctioning. As an extension
of home instruction using computers, one parent donated
a monochrome computer to the class, but an additional
colour computer was purchased because a monochrome
machine was not sufficient to provide IM instruction and
learning.

3.6. Instructional Criteria

When technology is viewed as a tool to facilitate active
learning and teaching for the handicapped, the following
criteria were employed to explore the impact of IMOI in
the class for mildly disabled students.

3.6.1. Classroom Management
The classroom was set-up with the conventional tools and
resources for learning arranged to provide the students with
ease of access rather than being located in isolated areas
of the room, or having to be pulled out for various
activities. Similarly, technological tools were placed
throughout the room to provide easy access and so students
did not require the permission of teachers, nor specific
directions. Students became comfortable using these tools

at any time they felt it would enhance their learning.
Computer equipment is attractive, and its buttons, gadgets,
and sounds intrigue children.

3.6.2. Invitation to Technology
Two teachers were advised that their students were using
computers at home, but were unaware of how they used
them, or what software and hardware was available. One
of the researchers supplied equipment and gave time for
them to discover how hardware is booted, what happens
if a certain button is pushed, what a programme looks like,
and what it can do. The classroom was arranged with
conventional tools and resources for learning for ease of
access and not placed in isolated areas of the school.
Student's computers were placed throughout the room so
that students co^d use them without specific teacher
direction. Teachers were instructed in the use of the
scanner, cam recorder, and digital camera. These devices
provide a variety of instructional materials which are
familiar to students; for example, student's still pictures,
drawings, sounds, and video.

3.63. Student Autonomy

Once the physical environment was established, students
had f»ee access to all software stored on the hard disc, and
were free to explore what was available. They switched
the machines on and off, and learned how to navigate the
software. In other words, they had complete control of,
and access to the technology. Teacher intervention was
limited to supplementing the child's learning with pencil
and paper. On occasions, teachers encouraged the students
to work on a certain piei c of software through which
teachers intended to teach reading, language, and math
skills. Students took turns in using the machines. In this
way, teachers led the learning process, and students
followed.

Figure 3 Children can explore..

3.6.4. Access to Software

In the classroom, teachers use educational software in an
integrated fashion, rather than as fragmented pieces of
instruction. Students learn through topics that incorporate
different curriculum areas and competencies that mesh in
the development of various concepts. A number of
HyperCard-based pieces of software were introduced to
the class. Teachers allowed their students to explore what
software was all about. On occasions, teachers examined
and learned how to use them before they were tried by
their students. These software programmes were teacher-
made with themes relevant to ;he child's learning needs.

3.63. Exploratory Learning

In many cases, mouse-driven software programmes were
easy to use; a menu or home card provides different sub-
programmes and a link to the menu when the student has
finished. Interface features of KyerCard, for example, are
buttons and icons. Students find them on a screen and
navigate them by clicking buttons. HyperCard programmes
are called "stacks." Many teachers who work with
HyperCard know stack guidelines in making stacks. One
is to make stacks easy to navigate.

This means that an effective navigating system answers
five basic questions (Apple Computer, 1 989):

(1) What is in the software material?

(2) Where am I now?

(3) Where can I go?

(4) How do I get there?

(5) Where have I already been?

The need for easy, efficient navigation can help students
and teachers determine the software's structure, in
particular if the software contains a variety of tasks or
complex information. A tree structure has been adopted
for exploratory learning in the classroom that allows
students and teachers the choice among several branches
to follow the path that interests them. In this tree structure,
this might be represented with a menu metaphor that in
turn utilizes sub menus.

A tree structure students can easily navigate.
Home Card
Software 1 Software 2 Software 3
Software 4 Software 5 Software 6
Using this system of navigation, students and teachers were

able to find what software to work on, what happens if a
certain button is pushed, what a prograranfe looks like,
and what it can do. They could not be asked to accomplish
specific tasks when there were many intriguing
components for them to try out.

F.gure4 Menu driven home card.

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4. Outcomes

There were many results of the student's use of integrated
media-oriented instruction on the computer. They
researched a variety of instructional materials stored on
the internal and external hard disc drives. They asked
teachers and parents to click an activity icon. Teachers
explained that students were able to see the explore and
discover mode in each activity. Students pointed-out the
framed pictures, explaining that when one of the characters
was there, they could freely explore the situation to
discover what happened. They were instructed that there
were no correct or incorrect answers, and that they were
free to experiment. They used two Macintosh machines,
and while waiting for their turn, they even encouraged
each other, and exchanged simple ideas.

A series of Edmark software brought to students a world
of learning and hours of entertainment. Its fun-filled
characters, animated pictures, friendly speech, and
engaging music began a process of exploration and enquiry
that allowed them to make sense of the world. As they
engaged in more activities, they discovered the sequential
nature of events, understood how things worked and
predicted outcomes. They deveioped the fundamental
skills of scientific literacy. This software has particular
pedagogical characteristics that place more cognitive
control in the hands of the student. The software allows

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students to determine the course of the activity or project.
In general, a computer-based activity that facilitates
language skills, scientific literacy, and math skills should
have the following characteristics:

(1) Ease of use - the teacher and student can share
control of the computer.

(2) Flexibility of outcomes - There should be a product
(e.g., a game, drawing, or story that can be varied within
a session, or from session tosession).

(3) Flexibility of content - It is desirable for students
to be able to tailor the computer activity to their own
interests, as well as their language, scientific and math
abilities.

These characteristics are in contrast to those identified as
priorities for CAI software, such as clearly specified
instructional objectives, prompt feedback concerning
accuracy of response, and automatic student performance
records.

The following is a sample of classroom acti vities focusing
on IMOI:

1) Construct puzzles

Scan student's still pictures and make puzzles using
digitized images

Decide size, jigsaw patterns, and number of pieces,
placemat with shapes and piece rotation
Apply puzzle pieces on placemat by rotating pieces
Assemble student's puzzle

Figure 5 "Shpe Mania"

2) Make movies

Observe differences in a group of related pictures
Apply logic to order pictures in a series

Discover that some groups of pictures make sense
Examine a sequence forwards and bad ^ards
Explore how things in nature change over time

3) Sort pictures into categories

Group picturesjby attributes or scientific
classification

i

Discriminate attributes

Identify similarities and differences

Discover how plants and animals are classified

Hear the names of some animals and plants

Sort plants and animals

4) Construct toys and machines
Discover that an object is made of parts
Follow a patteijn to construct an object
Create unique objects from a set of parts
Understand thai some complete objects can perform
functions !

Analyze, predifct, and test which parts are needed
to build a specified object

5) Replay sounds-

Watch a percussionist play each instrument and
listen to its sound
Discriminate sounds
Memorize souijds in a sequence
Listen to instruction for replay
Remember and repeat sound patterns in a sequence

6) Go shopping

Click the fax or phone for the customer's request
Look carefullyiat the attribute of each item in a
store

Recognize, compare, and contrast attributes

7) Make a map of Japan

Observe differences in the shape of prefectures
Move each prefecture piece and apply to where it
goes

Hear the response of the piece movement
Examine the completion of a map of Japan

Three students helped each other direct the action as they
took turns. Illustrations helped students see the effect of
their word choices in relating images to text. The learning
opportunities students exploited were:

Development of auditory discrimination
Enhancement of visual and auditory memory
Creation of patterns
Remembering and repeating of patterns
Completion of patterns

Figure 6 "Make Japan map"

Recognition, comparison, and contrasting of
attributes

Development of skill in visual scanning
An increase in creativity and musicality
Discovery of similarities and differences in shapes
Understanding that print and pictorial symbols
carry meaning

Development of listening and visual
comprehension strategies
Recognition of the names of letters
Association of letter name with letter sound
Recognition of words with the same beginning
sound

Relating images to text

Understanding that stories have characters, setting,

and actions

Matching of words

Enrichment of vocabulary

Use of vocabulary to define positional relationships

Recognition of the elements of a story

Reinforcement of positive social skills

5. Implications

5.1 Teacher Training

To use the advantages of IM to enhance instructional
events, teachers and administrators msut make decisions
about hardware, software, and training issues. Apart from
the usual educational funding problems, other questions
about hardware and compatibility arise.

Most important, the decision of IM lies in the hand of
teachers. How the teacher incorporates IM into the

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curriculum dictates its effectiveness. Therefore, teacher
training, needs to involve, not just programming and
knowledge of equipment, but also an introduction to
learning theory that supports the use of IM and-
instructional design techniques that enhance IM. Teachers
need to be tau~ht in settings that model appropriate,
effective use of the technology.

How computer literate does a teacher or media specialist
need to be to learn how to use IM? A teacher must feel
comfortable with the technology, but does not mean a
teacher has to take numerous courses in computers and
related technologies. Teachers with little computer
background can use a videodisc player and a remote control
or barcode reader to present video-based material to their
classes.

A teacher with little or no experience using a computer
can author a multimedia programme if provided with a
least a week-long workshop in authoring. Teachers with
little technology background have to realize that it will
take them longer than other teachers to leam some of the
basic skills such as mouse manipulation and file
management.

5.2 Teacher Reactions and Observations
There is a tendency for some teachers not to allow students
to handle all of the equipment for fear that it might be
damaged or instructional materials stored in the hard disc
might be lost. However, it w„s found that it is important
to give students the initiative and responsibility for the
equipment and software materials.

The fi'st semester that teasers started using computers
-in their classes, it was in a class with two teachers and
four students. They had no other adults helping them with
the planning and implementation of activities. In the
middle of the semester, some parents with another resource
outside the school, including software retailers, began to
offer technical support. This made the task a lot easier
because they could 'feed-off each others ideas. Also,
preparation time for instruction was halved.

Another important outcome was that nobody failed. Since
there are many options when using technology, everyone
can find a way to succeed. Educators will need to change
their paradigms of instruction, realizing that a pencil is
not the only tool for representing what has been learned.

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53. Parental Cooperation

Parental involvement in the study should be examined.
Parents were supportive and willing to volunteer whenever
teachers needed assistance in fixing hardware and software
problems. Because students have easy access to all folders
and instructional materials shown on the screen, they
sometimes unintentionally "screw up" the desktop, and
sometimes throw things into a trash can and empty it

Figure 7 "Look, dad. I did it.."

Teachers did not interfere in students' handling of the
equipment. Rather, they encouraged students to take
ownership of equipment and software. In fact, parents had
taught their children to turn the machines on and off, and
to operate every component. Parents also brought in new
■ software programmes and demonstrated them to teachers.
Teachers knew hew capable parents were in the use of
computers. Allowing parents to demonstrate the software
first provided teachers with valuable experience and also
saved them time. Even students sometimes became experts
on a specific piece of software and helped their teachers
to access it.

6. Conclusions

This paper has created a picture in which nothing went
wrong and nothing went right. There were many occasions
that seemed like real problems: Instructional materials
disappeared, system crashes occurred, memory and hard
disc capacity was small, no colour appeared, and so on.
This often happened in the beginning, but teachers realized
that failures were part of the process and, as such, were
not failures at all, but part of a process which had to happen.

Parental support and involvement in the activities of the

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class were a part of student learning. They combined their
commitment to their children's education with the power
of the computer. Teachers were convinced that parents
v/ere powerful partners to empower students and teachers
as well. Students and their parents shared contexts by
relying on memory. Parents naturally helped children relate
the past to the present to enable them understand new
information and concepts. They shared events on a screen
that was mutually explored. It appears that students often
leam well when they and their parents as mediators share
context that can be mutually explored (Feuerstein, Rand,
Hoffman, & Miller, 1980).

Students engaged in a variety of activities during the course
of instruction by using greatly increased sound and graphic
capabilities of the computers. They developed fundamental
skills in math, language, science, and positive social skills.
IMOI provided engaging activities that helped students
practice sequencing, sorting, memorizing, observing,
predicting constructing, replaying, classifying,
discovering, counting, calculating, and so on. Students
were also mutual mediators by monitoring the performance
of their peers to encourage as much independent
performance as possible. In that supportive environment,
they were able to explore and discover the sequential nature
of events, to understand how things work, and to predict
outcomes in a media-rich instructional environment. That
is what IM is all about.

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This research was supported in part by the Ministry of Education,
Science and Culture Grant No. 0545 1 1 48 to Shigeru Narita. The
authors express their gratitude to teachers and parents of the
Yokohama Municipal School, whose assistance was invaluable
in carrying out the research described in this paper.

Contact:

Shigeru Narita, Ph.D.

Center for School Education Research

Hyogo University of Teacher Education

2007 Yamakuni, Yashiro-cho,

Hyogo-ken 673-14 JAPAN

Phone CI -795-42-331 1

Fax 81-795-42-3310

Email: naritas@ceser.hyogo-u.ac.jp